A Study of the Relationship among Elementary School Teacher Perceived School Support, Collective Resilience and School Effectiveness

• Main Authors: LI,YUNG-HSU, 李詠絮
• Other Authors: HONG,FU-YUAN
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/7bx4y6

碩士 === 大葉大學 === 教育專業發展研究所 === 107 === The main purpose of this study was to explore relationships among elementary school teacher perceived school support, collective resilience and school effectiveness in Taiwan. Concretely speaking, first, the statistical differences among elementary school teacher perceived school support, collective resilience and school effectiveness from different backgrounds were investigated; Second, the correlation among elementary school teacher perceived school support, collective resilience and school effectiveness was discussed; Third, the predictability to collective resilience and school effectiveness which is based on elementary school teacher perceived school support was analyzed, and the predictability to school effectiveness phenomena which is based on collective resilience was also discussed. The questionnaires were evaluated by Perceived School Support Scale, Collective Resilience Scale and School Effectiveness Scale. The data will be analyzed by descriptive statistics, independent t-test, one-way analysis of variance, Pearson’s correlation, and Path Analysis. The results of the study were as follows: (a) There were significant correlations among perceived school support, collective resilience and school effectiveness. (b) Perceived school support could significantly predict collective resilience and school effectiveness. (c) Collective resilience could significantly predict school effectiveness.